Sustaining student participation UNEP支持学生参与联合国的环境规划署.pptVIP

Sustaining student participation?ke Bj?rke E-course designer /convenor UNU/GVU Asst professor Agder University College Recap 1. generation: Correspondence-course 2. generation: Electronic correspondence-school. Communication student-machine 3. generation: Interactive, PBDL, CSCL, ”dual-mode” , many – many communication A virtual classroom Online Global With collaborating peers Tutor(s) Learning resources Dynamic and flexible learning for change Does it work? Theories are fine But does it work? How about quality? The good dialogue – is it really there? Won’t they drop out after some time? Student of current online tutor-course: ”I am getting nostalgic already. How do we maintain contact after the course?” ”When will phase 2 of the course start?” ”When will this course, phase 1, run again? I have many in my office that have shown interest.” Olubodun Olufemi, Accra, Nigeria, 4 May 2006 Strategies for efficient and enjoyable learning motivating for LLL Different types of knowledge Aristotle: Episteme (To know. Empirical, intellectual, declarative) Techne (To do. Technical skills) Fronesis(Wisdom: understand situation at hand and decide appropriate action + ability to implement) The textbook High quality learning situation;”Productive interaction”: 1. Active engagement 2. Frequent teamwork 3. Regular interaction and feedback 4. Contextualisation of activities: Basis in realistic and motivating tasks 5. Application of information to solve a problem 6. Dynamic and adapted for change 7. Learning as social activity Collective problem solving Precondition to solve most problems within science and within complex knowledge production. Closed and open working methods Closed: study existing (”static”)knowledge The student must learn existing knowledge andfit this knowlegde into personal knowledge and experience. Open: develop new knowledge (”dynamic”) Challenge: Find balance between closed and open studies Create Meta-learning environment : Helps beginning